E-portfolio

Here I live my e-portfolio all complete. I hope you like it!

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Publicado en 4AC2018, E-portfolio, Ingles, literature | 1 comentario

The Destructors

Here is my work on the story “The Destructors”. I worked with Juana Perez Muniz and Maria Roggero. 

 

The Destructors

Question:

2) What do you see as the central theme of this story? Remember: a theme is not simply a subject like “love”. It is a fuller expression of what an author is trying to suggest about this subject. Write a paragraph explaining your interpretation of this story’s theme.

 

3) Identify three important conflicts present in the story. Explain what exactly is causing the problem—and whether they are internal or external in nature. Finally, explain which of these conflicts seems to the central problem.

 

5) Of what significance is the setting of this story in blitzed London? Does the story have anything to say about the consequences of war? About the causes of war?

 

7)Address the following quotation in the story by explaining its context and overall significance to the story:

“Streaks of light came in through the closed shutters where they worked with the seriousness of creators—and destruction after all is a form of creation. A kind of imagination had seen this house as it had now become.”

 

8) Describe what happens in the resolution of the story. Why might Graham Greene have ended the story in this manner?

 

9) On the surface this is a story of action, suspense, and adventure. At a deeper level it is about delinquency, war, and the hidden forces which motivate our actions. Do you agree? Give reasons for your answer

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11) Research a definition of the philosophy of nihilism. How might the Wormsley Common Gang’s actions in the story demonstrate a kind of nihilism?

 

Answers:

2) We believe that the theme of the story is the destruction of society. We understood that Graham Greene wants to express how the individual is affected by the crises. The author talks about the aftermath of WW2 in his story, where he describes London’s situation after the German air raids. He outlines the difference between a city that has been bombarded with a “beautiful house” that has survived 200 years. When the author pronounces in the following simile, “the house stuck up like a jagged tooth”, he emphasizes the house survival by comparing it with something that though is not perfect, is steady. However, as the story goes on, he narrates the evil nature of man when the gang wants to “pull it down, destroy it”. Here the author portrays how destruction leads to more destruction, as the boys wanted to pull Old Misery’s house down, due to Britain destruction. Here the house is a symbol of hope and prosperity. Even after the blitz, his house stood there, practically not damaged. It is shown that even after very dark events, Britain could return to be what it was or even better. But Graham sent us a message by portraying the society loss of compassion. The gang is not able to see the good in society. They can’t understand that Old Misery has good intentions because their innocence has been taken from them. We can see in the following simile that came out of Trevor’s words, “We would be like worms, don’t you see, in an apple”. The author expresses how war damages people, in every single way. Trevor passes from being from a high social class to hanging out with kids from a low one. War damaged him from the inside  in such a way, that he passed from being a well educated kid to being a monster. So we believe that the author wants to portray the effects of destruction, and that unfortunately is more destruction.

3) One conflict present in the story is based on which of the members will lead the whole gang. From one part, Blackie has ruled the gang for a long time and took the gang to incredible experiences and activities. However T with the passing of time had became the leader; the rest of the gang is just knowing him but they like him. This conflict is external nature since their is a dispute between the leadership of both Blackie and T. The second conflict present in the story is that T is from a higher class than the rest of the members of the gang. The words he used to describe things such as “beautiful” when they were talking about the house, pointed out that he had a higher education. T wants to be part of the gang so he starts doing things that were not common for him in his previous lifestyle. This is an internal nature conflict, as Trevor is struggling from having been of a well educated social class to a lower one. He is trying to understand that change in his life. Finally, The third and central problem in the story of Graham Greene is that the Wormsley Common gang are desiring to destroy the Old Misery’s House. T creates a whole plan to take the mission on. The whole group works hard to get what they want, so they they are plan everything.  This is an external conflict as the whole gang is posing to do it.

 

5) The setting of the story is important because Old Misery’s House portrays the part of the war that survived the bombs. During WW2 London had been bombed and was defeated  by all that happened all along during the war. But this house was the only thing that was standing. So the fact that the gang was destructing Old Misery’s House symbolizes the fact that they were destroying all the  hope and faith that was left for them. The kids had established that no adults would rule them, only they were the ones who will rule. This suggest the author message about destroying everything, in order to be able to start over and create again.

 

7) Graham Greene spreads his message about creation coming from destruction. He narrates a story in order to express how power flows from an older generation to the younger one. He exposes a plot in which the younger generation has their innocence destroyed by the war, so he reveals how destruction can create something greater. He portrays how Old Misery’s house one can be the start  of something new and better. He is convinced that their lives can improve as long as they have imagination. The author narrates how Trevor passed from living in a high social class, one in which his dad was a “former architect”, to a lower class, where his father ended being a “clerk”, in order to present a well educated kid whose knowledge has been passed from his father. He knows how a house is construct so he knows exactly how to pull it down. When he is giving orders to the gang he warned them “Don’t turn on the taps- we don’t want a flood- yet”. This quote shows his ability of using his knowledge for destruction. The author is emphasizing how London’s massacre is affecting the younger generation and encouraging them to destroy everything, in order to start over with a clean slate. The gang has the imaginative idea to pull the survival house down, altering London’s image, in order to come clean. Because, “destruction after all is a new form of creation”.

 

8) At the end of the story, the lorry driver tries to get his lorry to work but it seems to be stuck to something. When he finally is able to start the lorry, he hears a huge crashing sound and the shower of debris falling, which was Mr. Thomas’s house. The lorry driver hears Mr. Thomas and lets him out of the lou. After seeing the remains of the house, Mr. Thomas is devastated and can not believe the kids would do something like that, while the lorry driver is laughing and not showing any sympathy towards Mr. Thomas.

Graham Greene might have ended the story in this way to convey the message of how twisted society is and the destruction of the England’s past class structure. To start with, the war left as a consequence a society that does trust the other or care about the other, since it only created destruction and pain to the people. This is seen with the reaction of the lorry driver who laughs at Mr. Thomas’ tragedy. Also, there is destruction of the class structure, because Greene says that “the house had stood there with such dignity between the bomb-sites like a man with a top hat”, he is comparing the house to the wealthy and powerful classes, but with its destruction, the ones who had money are know the same as the rest, meaning that anyone can be able to prosper, not only the wealthy.

 

9) Yes, we agree with this statement. When you first read the story, it appears to be an innocent story of some kids who decide to destroy the house of a man, without any motive just for fun. But, once you analysing it the message and the point of view change. What seemed to be a story about rebellious kids, it became a story with a deeper message. Graham Greene is trying to demonstrate the consequences of the war on the future generations and on the class structure. To start with, the children in the gang act differently compared to Mr. Thomas. They don’t trust anyone and don’t seem to have any hope for the future, since they wanted to destroy Old Misery’s house rather than use their knowledge and creativity to construct a better city and society. They prefer to tear down the only house that survived the Blitz. Not only this but, the lorry driver’s reaction shows that people don’t have sympathy towards the others, since he doesn’t care about what happened. This can show how the war affected people in a terrible way, since they are not capable to see hope instead of destruction. Not only this but, the story can be seen as a symbol of the destruction of past class structures, After the war, everyone is living in the same state of poverty, causing the people of lower classes are able to prosper the same way as the people from a wealthier class. This can be seen in T’s life, since his father was once an architect but is a clerk, also when T and Blackie burn Old Misery’s money, since it is a symbol of how people are able to prosper due to the fact that no one is living in good conditions.

 

11) The philosophy of nihilism is the viewpoint that suggests the denial or lack of belief towards the reputedly meaningful aspects of life. This viewpoint can be seen represented in the actions of the Wormsley Common Gang because of their mentality towards the things that happen during their life. To begin with, when Old Misery gave the kids candy, instead of accepting it, they believed that Old Misery was trying to harm them. This can be considered nihilism since the kids were in denial that Old Misery was doing something nice for them.

 

Publicado en 4AC2018, Ingles, literature | Deja un comentario

Dulce Et Decorum Est

First Stanza:

    1. What is the main emotion expressed in the first stanza (verse)?
      The main emotion expressed in the first stanza is one of suffering , hardship and of feeling in pain. Soldiers in the 1st stanza felt like this due to all the work they had to do, they did not enjoyed it at all, besides none of them wanted to go.

 

  • Write an example of a simile used in the first stanza:     “ Bent double, like old beggars under sacks”                                                               
  • Why were the shells ‘disappointed’?    The shells were “disappointed” because they couldn’t hit the target, that were the soldiers. That the shells couldn’t kill anyone.

 

Second Stanza:

 

  • How does the emotion change at the beginning of the second stanza? The emotion in the second stanza is fear and adrenaline, the first stanza talked more about the suffering and the life in wartime.
  • What were the soldiers ‘fumbling’ for and why?  The soldiers were fumbling for the poisonous gas and the fear of drowning like one of the soldiers did. They felt threatened and horrified.
  • Owen uses a metaphor to describe what the gas looked like. Write it here: “ecstasy of fumbling”, “misty panes and thick green light”

 

Third Stanza:

  1. Why do you think the third stanza is only two lines long? Think about the dramatic effect and the emotion: The voice of the poem in this stanza feels guilty for what had happened because of war. It is used the “ing” in most words to refer to present tense, to show how the suffering that the war made him so through, repeats over and over again. It’s a two lines stanza to create tension and terror, the longer stanzas are slower when short ones carry a lot of emotional effects in only two lines.

Fourth Stanza:

 

  • What is the main emotion expressed in the fourth stanza? The main emotion expressed in stanza four is one of anger and irritation.
  • Name three parts of the body that are affected by this sort of gas: eyes, lungs and tongue.
  • Explain the final lines. The writer emphasise in the reader (people at home or far away from war) that thinks that it’s a good way to die at war, a worthy way. He describes the way of dying of the soldiers by this gas, suffocating them until they die. Most of the war poets describes the soldiers in a gorgeous way, that they didn’t deserve to die, but the writer describes them as the “His hanging face, like a devil’s sick of sin;” after suffering from the poison of the gas.

 

Extension Question:

Write your opinion of this poem. Think about what the emotion expressed, use of powerful words, use of similes and metaphors, layout, and what the poet is trying to say. Try to use full sentences and give reasons to support your ideas.

 

The poem is about World War 1, the imageries and metaphors Owen used gives us his clear view about the war. He opposed and criticised the people that thought dying at war was a worthy way to die. He describes with metaphors and imagery the effect of the poison gas, and the soldiers faces after suffering from the gas. “Drunk with fatigue; deaf even to the hoots
Of gas-shells dropping softly behind.” with the imagery, it conveys the horrible situation in the trenches. The gas is described as a green sea, Owen conveys the death of one of the soldiers: “As under a green sea, I saw him drowning.” The death of the gas is as awful as cancer, a disease without cure. The last stanza is mostly directed to the ones who saw the war from outside, who did not suffer and see the horrors of the trenches.

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The Death Bed

The speaker of this poem is a soldier who has lived war and he tries to express actions of war. This soldier goes in and out of consciousness. The author uses the waves and the water as a symbolism of being between being in the limit of life and death. While the main character is in the hospital, he has constant reminders of his orders at war and his work. This poem refers to the consequences of war, how the soldiers, although they survive, they weren’t able to establish themselves in society and they had physical damage as well as metal damage. The title makes reference to the beds at the hospital, were the soldiers rest and fought for their lives.

Soldier Rest

The following poem “Soldier rest” by Sir Walter Cost, deals with war as The death bed. The language used in the poem is from war,      “warfare”, “battlefields” & “soldiers”. It is also connected to the French Revolution Since it mentions some words of it as “reveillé”. The tone of this poem is reflective, compressive, dreamy and calm. It deals with themes such as the problems of life, battles of life and death, the purpose of life, and the criticism of war. Imagery appears on war and hunting.

Essay:

Write an essay. Compare and contrast 2 of the poems you have worked on. Comment closely on the themes, tones and how the writers convey their message.

Years ago, many people lived in war. Some of them participated of it and others no. Many were injured and others no. The Death Bed and and Soldier Rest deal with the work of soldiers at war and what they have gone through.

To start with, in the poem “Soldier Rest” by Sir Walter Scott deals with war. Death is presented as a restful sleep where all the stresses and strains of martial life drift off. This poem deals with soldiers lives. As the tittle of the poem says, “Soldier Rest”, the character of the poem has been constantly ordered by someone else; rest, giving up on war, and giving up on themselves. Scott in this poem deals with diferent themes such as the struggle of life, criticism of war, and finally with the battle of life and death. Death is not presented as something bad in this poem, actually it’s good since it liberates soldiers from what they had been stuck for years. This poem talks about war as a normal action on people’s lives in those times. The tone of this poem is reflective since the main character analysis and thinks about what he had passed through. At the same time it is a tone very calm, it talks about war calmly, not in a bad way, and not angry. The semantic field of this poem is war and the army, “soldier, rest!” & “days of danger, nights of walking”. By using alliteration, “ Sleep the sleep”, the author conveys that the soldier’s should be happy of sleeping since they were not going to participate of war, of the job. That they should enjoy this moment since they will finally rest in peace.

Moreover, the poem “ The death bed” by Siegfried Sasson was written during his service in World War Two. It deals with with a dying soldier who goes in and out, constantly of conciousness. One of the main themes in this poem is the battle between life and death. To live or die. While the main character is at the hospital he has flashbacks of his orders at war time. The author uses the waves and water from sea at the shoreline as a metaphor for the soldier’s condition, being in the exact border of living or dying.  “Gently and slowly washing life away”, through this words the author is expressing that he is being removed, that his life is washed away, it will no longer exist and it makes reference to death. It also deals with soldiers daily lives, how they could never established in a society due to their traumas, bot physicall and emotional. The tittle of the poem is incredibly connected to the poem since the “bed’s” make reference to the hospital beds in which they all faught for their lives, were all of them were in the line between passing to the afterlife or not. The author conveys the consequences of war, soldier’s who die and others no. Also that they will never have normal life’s again since know they are totally different, war changes people completey.

In conclusion, both poems deal with the theme of war, and being in between life or death. Both poems transmit the message of being happy of “sleeping”, resting from war. Furthermore, both characters goe in and put of conciousness. The tones in both poems re very similar, calm and reflextive, there is no anger.

 

 

Publicado en 4AC2018, Ingles, literature | 1 comentario

Biology virtual period: Chromosomes and mitosis

  1. a) The difference is that this one is called a “daughter cell” which has already passed through the division. The cell which contains one chromosome before the cell division is the one who duplicates DNA so that the cells (daughter cells) are able to have the exactly same amount of chromosomes.

2. Explain the difference in the number of chromosomes between a body cell and a gamete.
The cell division which body cells pass through is “mitosis” ( when a cell divides and creates two identical copies of the original cell) . A body cell is called a “diploid cell” and formed by a complete number of chromosomes. Moreover, a gamete passes through a process called “meiosis” ( when cells divide to form new cells with half of the number of chromosomes to produce gametes for sexual reproduction. A gamete cell contains the half of chromosomes of its parent cell, called a “haploid cell”.

Cell Division: Mitosis 

3. 

4. Name examples in which mitosis takes place in the human body.
–    When we cut our skin, so new skin cell is build up to fix what we had cut

 

 

Publicado en 4AC2018, biology | Deja un comentario

Male reproductive system

Let´s start to study reproduction.

Living organisms reproduce sexualy or asexualy. Therefore, we say that there are two types of reproduction.

  1. Act: Use information from the text book to build a comparison table between sexual and asexual reproduction.

Humans reproduce sexualy.

2.  Watch this video to learn about the MALE REPRODUCTIVE SYSTEM.

3. Act: Summarize the functions of each of the organs which are part of the male reproductive system. Take a look at THESE SLIDES !

4. State the components and the function of semen.

5. Make a large labelled drawing of a sperm cell and state how the structure is adapted to its function. (Do not add a picture).

ANSWERS:

2. video

3. Testicles: Besides sperm, testicles also produce male hormones called androgens. Androgens control how the male reproductive system grows, and the development of “masculine” body features such as beards and a deep voice. They also influence sexual functions.
Scrotum: to protect the testes and to keep them at a temperature several degrees below the normal body temperature.It contracts from cold, exercise, or sexual stimulation and expands and relaxes when warm. When contracted, it conserves heat; while relaxed it is smooth and elongated, permitting the circulation of air that effects cooling.
Penis: the penis becomes erect during sexual intercourse in order to deliver semen more effectively into the vagina. Semen travels through the urethra to the tip of the penis where it is ejaculated out of the body.
Prostate Gland: it is involved in the formation and development of sperms. It also produces much of the ejaculated liquid, which is made up of sperms and prostate fluid.
Epididymis: main function of the epididymis is to facilitate the maturation of sperm. Immature sperm are carried in a fluid, and the epididymis absorbs this fluid, allowing the sperm to continue maturing. Sperm complete their maturation process within the epididymis before eventually moving into the vans deferens.
Seminal vesicles: secrete a significant proportion of the fluid that ultimately becomes semen.The fluid also has clotting properties that make the semen sticky. This ensures that the semen clings inside the vagina long enough for the sperm to travel to the egg.
Ejaculatory ducts:  Semen flows through each ejaculatory duct during ejaculation, traveling through the penis to exit the body.
Urether: able to carry sperm and urine in different times. During a sexual intercourse, only sperm can go through.

4. Semen is a seminal fluid that contain sperm. Some of its components are: spermatozoa, proteolyic and other enzymes such as fructose with promote the survival of spermatozoa and provide a fluid in which they can swim. It is also componed of genetic material. Sperm cells are capable of fertilization women egg’s. It also contains seminal plasma.

5.  Missing my picture

 

 

 

 

 

 

 

 

 

 

 

 

 

Publicado en 4AC2018, biology | Deja un comentario

Charlotte Mew

Symbol of rooms: They were a mental and physical prison for her from which he couldn’t escape.

  • Born: 15 November 1869 Bloomsbury, London
  • Died: 24 March 1928 ( she was 58 years old )
  • English poet, whose work spans the eras of Victorian poetry and modernism
  • Her father died living the family with plenty of debts, two of her siblings suffered of mental illness and three others died in early childhood
  • Her poem variate, some are passionate discussions of faith and the possibility of belief in god, other are postmodernist, other in dramatic monologues.
  1. Read about the writer.

    Make notes about her life and about what may have influenced her writings.  Why is it said that the life of the writer was a tragedy?

    She was an english poet, whose work spans the eras of Victorian poetry and modernism. Her father died living the family with plenty of debts, two of her siblings suffered of mental. Her private life was a tragedy since her sister and she were left alone, without anyone. This is why they say her life was a tragedy.

  2. Read the poem: how are “rooms” described?

           Each room was different. All of them represented a moment of her life, something she passed through. The different sickness of her siblings or memories of her father. When she remembers the rooms she feels different emotions. Some of this rooms are Paris and Geneva, other in which she was sick, and others of trips.

 

3) “The poem offers us a poignant account of loss as qualified through the depiction of abandoned rooms. Rooms are the physical means to which relationships are developed and consecrated. It entails intimacy and love, as well as abandon and death. It shelters individuals, as well as couples, from the harshness of the natural elements outside, providing them with a private and cosy space. There is also a sense of shifting dependence as the couples travel from room to room, leaving their trails behind and simultaneously having images of the abandoned rooms imprinted upon their memories.”

Account for this with quotation from the poem

 

Though every morning we seem to wake and might just as well seem to sleep again”

Referring to the room they died, it talks about the intimacy, passion and love there is in there.

 

  1. The poem begins “I remember”. What does this tell you about the voice? And the tone?

    The poem begins “I remember” and it shows that the voice of the poem is nostalgic, many emotions and feelings mixed because she visits her rooms.

 

  1. What is the theme in your opinion? What is the tone?

In my opinion i believe that some of the themes present in this poem are love, many types and how they affect us.

 

Essay 1 (500-700 words)

 

Comment closely on how the writers of “Rooms” and “Home is So Sad” deal with the double meaning of “rooms” in their poems.

Both poem “Rooms” and “Home is So Sad”deal with the abandonment of places by family’s all along the passing of years. This places have different meanings, different stories and different meanings. This two poems have a relation, the tone is similar and the main themes such as love, abandonment, loss too but the two of them with different tragic implications. This “rooms” have double meaning in the poems for a couple of reasons.

To start with, the poem “Rooms” by Charlotte Mew deals with the abandonment of places by a family. The writer distinguish relations into different rooms reflecting the role they had on her life.  This rooms represented moments of her life and every time she entered one of those rooms memories came to her head, and sometimes she remembered bad moments as the sickness of her siblings, but either way she felt a lot of emotions and feelings.

At the first part of the poem, she refers to “rooms” like Paris and Geneva. “The room in Paris, the room at Geneva”.  She makes memories of the trips she did with her family and it was something good, since her life at that moment was not complicated and tragic, it was more normal. “Rooms where for good or for ill, things died”, the author is making a suggestion that those rooms were good depending on what had happened before. She was committed to one specific room “but there is the room where we (two) lie dead”, in this one she was with her lover, it was full of passion and she couldn’t let him and it go. She felt she was tied up to it and she was not dispuesta to leave it.

Moreover, the poem “Home is So Sad” by Philip Larkin deals with love, loss and abandonment of places as in the poem “Rooms”. The author claims that a home was abandoned by one family, he explains the sadness that the home has passed through and now the home cannot accept that it’s just an old building with no life inside. “Sad”, it reflects the feeling of the unoccupied house and makes it all more melodramatic. “It stays as it was left”, meaning that the place is frozen in time, people left and it has not been touched since then, people left and later came back but it was still the exact same place. “You can see how it was “, now is just a simple memory that it doesn’t make any effect, an abandoned place, a shadow from the past. “That vase”, it makes references to something old that it has been there for a long time, a valious object that has a symbol because it holds good old memories.

In conclusion, there are two double meanings for “rooms”. The literal one, the different rooms all along the passing of years and the metaphorical meaning of room that was more nostalgic, about memories from each one of them. Thus two poem can connect because of the “rooms” present in both.

 

Publicado en 4AC2018, Ingles, literature | Deja un comentario

Raymond Carver & Borden

Raymond Carver

  • Born: May 25, 1938 Oregon ps
  • Died: August 2, 1988 Washington
  • Where from? Clatskanie, Oregon
  • Type of writings: short story writer and poet
  • Influence on his/her writings: Carver became interested in writing in Paradise, California. While attending to college, he enrolled in a creative writing course taught by the novelist John Gardner,  became a mentor and had a major influence on Carver’s life and career.
  • Important life experience: Carver’s father was a heavy drinker. He got married a 16 year old at age 19 with Maryann Burk, in 1957 (they had two kids). He abused and cheated on her. He then got married with the poet Tess Gallagher in 1988. Six weeks later, Raymond died from lung cancer at age 50.

Borden Deal

 

  • Born: October 12, 1922 in Pontotoc, Mississippi
  • Died: January 22, 1986 in Sarasota, Florida
  • Type of writing: Novels and short stories
  • Influence on his writing: The Great Depression
  • Important life experience: During the Depression, his family lost his farm. This experience has inspired him when writing, since his main theme is man’s mystical attachment to the earth and his quest for land.

 

 

Publicado en 4AC2018, Ingles, literature | Deja un comentario

Nervous system: neurons and synapse

Let´s start a new topic!

All mammals have a CENTRAL NERVOUS SYSTEM and a PERIPHERAL NERVOUS SYSTEM. The CNS is made up of the brain and the spinal cord. The peripheral nervous system is made up of nerves and receptores.

The NEURONES are special cells which coordinate the messages travelling through the nervous system.

  1. ANATOMY OF A NEURONE: Watch THIS video!
  • Act: State how the structure of a neurone is related to the function.

2. TYPES OF NEURONES: Read “overiew of neurone structure and function   from HERE  .

  • Act: Make a labelled drawing of each of the three types of neurones, motor, sensory and relay, and state their functions.

3. SYNAPSE:

  • Act: Post a short video explaining synapse.
  • Act: Describe in your own words how nerve impulses are transmitted from neurone to neurone.

ANSWERS:

  1. The structure of a neuron is related to its function because they transmit signals all along the body. Long extensions make possible sending this signals in long distances on our bodies and from the neurons cell body. The axons and the dentries have the possibility of extending far away from the cell body and they send signals to other cells.

2. There are three types of neurons. Sensory neurons are nerve cells within the nervous system responsible for converting external stimuli from the organism’s environment into internal electrical impulses. Motor Neurons are efferent neurons that originate in the spinal cord and synapse with muscle fibers to facilitate muscle contraction and with muscle spindles to modify proprioceptive sensitivity. Interneurons link sensory neurons to motor neurons making it possible to respond to sensory input or stimuli.

3. video explaining synapse: https://www.youtube.com/watch?v=WhowH0kb7n0

Synapse connects two different neurones, from the end pf the axon to the denture of another neurone. The axons is full of snare proteins containing neurotransmitters. This snare proteins bind to others so when an electrical signal arrives, positive iones are able to bind other proteins. This will lead to exocytosis as the neurotransmitters are released.

 

 

 

 

Publicado en 4AC2018, biology, Biology virtual period, Uncategorized | Deja un comentario

The lady in the looking glass

  • Caos inside the house
  • Comparison is superficial
  • No one can really see her
  • The house qne Isabella are 1
  • She was a “solterona” not very good seen
  • There is a personification of the furniture. The furniture know more about her than the people who went to the house and st on the sofa to have any kind of conversation.
  • Narrator knew her but not so much, he cannot tell us a lot about her
  • Narrator: third person limited ( he could never penetrate the character’s mind)
  • In the last part the narrator changes “one” for “she”.
  • At the end Isabella becomes the “narrative voice”
  • Opposite coexistence
  • “Nothing stays the same for two seconds together” —-> state of mind, completely crazy, out of her mind
  • Climatic moment: when she is in front of the mirror and she discovered herself, she realizes that she is empty (epiphanic moment)
  • Resolution:
  • Themes: emptiness, individual is society, reality vs superficiality, isolation, role or women in the 19th, female (self)
  • Metaphor of the mirror
  • Motif: a symbol that that appears all along the story —-> in the story,
  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.
    In the first paragraph the mirror is set up as the frame for a kind of a portrait that shows Isabella’s personality. Through out we can see that the protagonist is empty, she is completely isolated, the frame is hiding who she really is.
  2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consists of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror. Describe the images reflected in the mirror.
    The narrator constructs a portrait of Isabella that consists of her outer self and her inner self.  The mirror reflects Isabella, her personality and transmitted emptiness. In the outside it reflects her garden with was espectacular, so beautiful that it showed grandness and splendour.
  3. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?
    Objects inside the house and outside the house were the opposite. Outside the house it was all perfect, flawless and exemplary as Isabella was in the outside of herself. It gives a sense of order and perfection. Objects inside the house were the contrary of the one’s outside. Inside the house it was all a chaos, disorganization, confusion, it gave a sense of unclear things as Isabella’s thoughts. This objects with were inside reflected how Isabella was inside, her inner self. It was a chaos, it showed her state of mind, she was completely crazy, “Nothing stays the same for two seconds together”. 
  4. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror.
    The narrator composed the mood inside the room as one in the middle of a chaos as Isabella was. Something constantly changing. Everything seems to be relay perfect but nothing is like this, it’s all upside down.
  5. What are the known facts about Isabella’s outer self?
    We don’t know so much about Isabella, no one really knows her and no one can see her, inside. Besides, there are some facts that we do know for example that she ives alone, that her house outside is perfect but int the inside is a chaos, and also that she doesn’t live with anyone else than herself. She gives an impression 0f having a magnificence life full of richness.
  6. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?
    We know that Isabella is a woman that had travelled a lot over many different places of the world. “the most obscures corners of the world”, we can see that many objects from Isabella’s house were from other parts, so she has a “traveling life”. Also, the letters are a powerful object since they show her as an occupant, working, and interesting woman that cares about society and she is really involved with it. The way she dressed also showed that she cared how people saw her, she cared about appearances.
  7. According to the narrator, Isabella’s letters are supposed to have information about her that we don’t know.
  8. Yes, it was possible to see Isabella’s inner reality when she got naked in front if the mirror. She took all of her superficiality off, and that was when we could really see her, and her emptiness. She was completely empty, and have been hiding it through the entire story.
  9. I think that the inner self of an individual is finally knowable, but it isn’t easy. In the context where the story was written, Isabella represented any woman in the 19th century, when women had no say at all. Isabella was just a product of society, and that’s why she was so empty, she had to pretend to be someone that she wasn’t. I think that this story is a criticism to society and the role of women before.
  10. The mirror is very important since it shows the truth. No matter how hard Isabella tried to hide her emptiness, when she looked at the mirror all of her superficiality was gone and was able to see her true inner and real identity.
  11. Stream of consciousness: a method of narration that describes happenings in the flow of thoughts in the minds of the characters. On the one hand, we have the narrator building up an image of Isabella while expressing her feeling towards her. On the other hand, we have the writer, Virginia Woolf, who criticized society by expressing her personal thoughts during the story.

I worked with Rochi segura.

Publicado en 4AC2018, Ingles, literature | Deja un comentario

Sex hormones and puberty

Sex hormones are responsible of the most dramatic changes that occur in the body. They control puberty, egg and sperm production, pregnancy, birth and lactation.

  1. Read the information about Puberty HERE.
  2. State the female and male hormones which are responsible for the development of the secondary sexual characteristics
  3. Build a comparison table between the changes that occur in male and female after puberty.
  4. Search in the internet and summarize the site of production and effects of the following sex hormones:

– FSH, LH, oestrogen, progesterone, oxytocine, Hcg, prolactine and testosterone.

5. The chart shows the ages at which the changes associated with puberty take place in boys and girls. Answer questions a, b, c, d and e.

(a) What is the most common age at which boys undergo the changes of puberty?

(b) If a girl had not started menstruation by the age of 15, would this be cause for concern?

(c) Which two features of puberty show the greatest range in the times at which they  occur.

 

(d) Is it unusual for a girl of 9 years to start her menstrual periods?

(e) On average, is it boys or girls who first show the onset of puberty?

ANSWERS: 

2. The female hormones responsible for the development of the secondary sexual characteristics are; oestrogen and progesterone. The male hormone responsible for the development of the secondary sexual characteristics is testosterone. These hormones are stimulated by Luteinising Hormone and Follicle Stimulating Hormone.

3.

4.

  • FSH: hormone produced by the pituitary gland. It stimulates the ovaries to release the hormone estrogen and it causes and egg to mature in an ovary.
  • LH: It causes the mature egg to be released from the ovary.
  • Oestrogen: It is secreted by the ovaries and it stimulates the pituitary gland to release LH. It stops FSH of being produced.
  • Progesterone:It is secreted by ovaries. It maintains the lining of the uterus during the middle part of the menstrual cycle and during pregnancy.
  • Oxytocin: It is a hormone produced by the hypothalamus and secreted by the pituitary gland. This important hormone plays a crucial role in the childbirth process and also helps with male reproduction.
  • HCG:It is a hormone produced by the placenta after implantation. Human chorionic gonadotropin interacts with the LHCG receptor of the ovary and promotes the maintenance of the corpus luteum during the beginning of pregnancy.
  • Prolactin: Produced in the pituitary gland, named because of its role in lactation. It also has other wide-ranging functions in the body, from acting on the reproductive system to influencing behaviour and regulating the immune system.
  • TestosteroneIt is a hormone that is responsible for many of the physical characteristics specific to adult males.

5. a)  Most common age: 12 years old
b) No, it could happen even the normal age is between 12 and 14
c) Menstrual prior, growth of hair and breast
d) It could happen, it depends , on some girls yes and in others no
e) girls

Publicado en 4AC2018, biology, Biology virtual period | 1 comentario